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1.
Pedro Rosário José C. Núñez Julio González-Pienda Antonio Valle Luísa Trigo Carina Guimarães 《European Journal of Psychology of Education - EJPE》2010,25(4):411-428
A programme to enhance first-year college students’ self-regulated learning strategies is proposed and assessed in two samples,
one from the University of Oviedo (Spain) and the other from the University of Minho (Portugal). Each sample was divided into
two groups (experimental and control). The Spanish sample comprised 44 students in the experimental group and 40 in the control
group, whereas in the Portuguese sample, the number of students was 48 and 44, respectively. The narrative-based intervention
programme is organised around a set of fictional letters from a first-year college student in which he reports his own academic
experiences. Each letter focuses on a learning strategy as an opportunity to teach and enhance the students’ deep approaches
to learning and their self-regulated learning processes. In both samples, findings confirm the programme efficacy to teach
efficient learning strategies and to promote self-regulation. Implications for college students and for teaching are discussed. 相似文献
2.
Abstract The study evaluated the effect of a programme for elementary school students with behaviour problems integrated into the regular classroom. The programme combined in-class social skills training and specific educational activities with peers, namely cooperative learning and tutoring by a prosocial peer. The innovative aspect is that the social status and affiliations of children with behaviour problems are key components in the matching of children during peer support. The goal is to improve social behaviour and to change peer perception through interventional strategies, therefore improving social reputation. Pre-test/post-test control group design was used. Results from traditional analysis indicated no significant difference between treatment and control groups after the programme. A modest effect size showed a relative improvement for students with behavioural disorders who participated in social skills training. Results are discussed in terms of the role of friends in the intervention programme. 相似文献
3.
ABSTRACT This article reports on an intervention study into the effects of a training in the use of social and cognitive strategies on the learning outcomes of students in secondary mathematics education. Special attention is given to differential effects for high‐ and low‐achieving students. The focus on differential effects is derived from studies into learning in small co‐operative groups, and from the results of meta‐analyses into the effects of training in learning strategies. From these studies it can be concluded that in general such programs contribute to learning. However, it seems that low‐achieving students are unable to benefit from interventions of the kind investigated (i.e., co‐operative learning and training in learning strategies). The main question is whether it is possible to design an instructional program from which all students benefit, and from which the low‐achieving students profit more than their counterparts in the control‐program. In the present study three instructional programs for co‐operative learning were compared: (i) an experimental program with special instruction in the use of social strategies; (ii) an experimental program with special instruction in the use of cognitive strategies; and (iii) a control program without training in either cognitive or social strategies. The programs were identical with respect to mathematical content and general instructional settings (a combination of whole‐class instruction, working in co‐operative groups and individual work). The experiment addressed the following research question: what are the general and differential effects of a training in the use of social and cognitive strategies on the results of learning in secondary mathematics? The research was conducted in two schools for secondary education in a total of 21 classes, involving a total of 511 students. The design was a pretest‐posttest control group design, using two experimental groups and one control group. The data were analysed from a multi‐level perspective. The outcomes of the investigation clearly show the effects of the intervention. Teaching cognitive and social strategies has the expected, positive effects. In addition to this main effect, a compensatory effect for the low‐achieving students was found. The low‐achieving students in the experimental conditions outperformed their counterparts in the control group. 相似文献
4.
Fleur Ruth Prinsen Jan Terwel Bonne J.H. Zijlstra Monique M.L. Volman 《Educational Research and Evaluation》2013,19(1):39-57
This study examined the effects of guided elaboration on students' learning outcomes in a computer-supported collaborative learning (CSCL) environment. The programme provided students with feedback on their elaborations, and students reflected on this feedback. It was expected that students in the experimental (elaboration) programme would show better learning gains and that students from immigrant families would especially benefit. Two hundred primary school students of 9 different schools participated. The research can be characterized as a quasi-experimental study with a pre-test, post-test, control group design. In a multilevel regression analysis, no main effect of the intervention was found. However, there was a significant differential effect of the intervention; students from immigrant families in the experimental programme outperformed their counterparts in the control group. It can be concluded that guided elaboration in a CSCL programme through feedback and reflection is a promising approach. 相似文献
5.
为了探讨青少年业余体校的学生在大型比赛前后学习成绩下降的原因,并寻找相应对策,笔者采用随机抽样的方法,对参加福建省第13届运动会的褔州、厦门、泉州三市的青少年业余体校的学生进行了分组抽样调查。各抽取15例,分成A组(福州),B组(厦门),C组(泉州);对各组在比赛前后的语文、数学、英语成绩进行了统计学分析,结果显示各组比赛前后的语文、数学、英语成绩经统计学分析有显著差异;提示训练越紧张,压力就越大,情绪就越不稳定,学习成绩也就越容易受到影响;建议要加快对现行的青少年业余体校的教学方法、方式的改革,实行学分制等措施,使少年儿童在青少年业余体校学习期间,更加科学合理地安排体育锻炼与文化课的学习时间,使德、智、体得到全面发展。 相似文献
6.
林琼轶 《集美大学学报(教育科学版》2014,(3):92-96
本实验是对280名大学生进行SSBI教学训练的单因素准实验研究,研究结果表明经过SSBI教学训练后学生的英语听、说、读、写成绩都有了显著提高。对教学训练前后的学习策略进行检验后发现,在听力策略、口语策略和阅读策略上存在显著差异,训练后显著高于训练前。对教学训练前后学习风格进行检验后发现,在身体感觉上、如何融入学习环境上、如何记忆材料上和如何处理语言规则上存在显著差异,训练后显著高于训练前。因此,建议在英语课堂教学中创设情境和通过掌握规律来巩固和强化英语知识,同时建议学习者形成适合自己的学习风格和学习策略。 相似文献
7.
Daniel Cebrián-Robles Antonio-Joaquín Franco-Mariscal Ángel Blanco-López 《Instructional Science》2018,46(5):789-817
The recent literature has shown the importance of preservice elementary science teachers (PESTs) having a deep understanding of argumentation, as this factor may affect the nature of the class activities that are taught and what students learn. A lack of understanding of this factor may represent an obstacle in the development of science education programmes in line with the development of scientific competences. This paper presents the results of the design and implementation of a training programme of 6 sessions (12 h of class participation plus 8 h of personal homework) on argumentation. The programme was carried out by 57 Spanish PESTs from Malaga, Spain. The training programme incorporates the innovative use of certain strategies to improve competence in argumentation, such as teaching PESTs to identify the elements of arguments in order to design assessment rubrics or by including peer assessment during evaluation with and without rubrics. The results obtained on implementing the training programme were evaluated based on the development of PESTs’ argumentation competence using Toulmin’s argumentative model. Data collection methods involved two tasks carried out at the beginning and the end of the programme, i.e., pre- and post-test, respectively. The conclusion of the study is that students made significant progress in their argumentation competence on completing the course. In addition, PESTs who followed the training programme achieved statistically better results at the end than those in the control group (n = 41), who followed a traditional teaching programme. A 6-month transfer task showed a slight improvement for the PESTs of the experimental group in relation to the control group in their ability to transfer argumentation to practice. 相似文献
8.
We examine pre-service teachers’ theoretical learning during one five-week training module, and their educators’ learning about better lecture design to foster student learning. The study is iterative: interventions (one per group) were implemented sequentially in student groups A–C, the results of the previous intervention serving as the baseline for the design developed for the next. These learning study participants, 79 students from year three of a teacher training programme, studied the variation theory (VT) of learning. Three lesson cycles were completed, each comprising four steps: (1) a pre-test, (2) a 15-min intervention discussing VT, (3) a post-test and (4) a delayed post-test conducted eight weeks later. The results indicated learning differences between groups; qualitative analysis identified three categories of student answers, i.e. emergent, premature and unaware, regarding their theoretical understanding. Group C had more students with emergent knowledge (36%) than did groups A (20%) or B (17%) at post-testing. 相似文献
9.
Emma Howard Maria Meehan Andrew Parnell 《Assessment & Evaluation in Higher Education》2019,44(1):97-110
In Maths for Business, a large first-year mathematics module, the continuous assessment component comprises 10 weekly quizzes which combine to contribute 40% of the final module mark. If students did not receive the full five marks on their weekly quiz, they were provided with the opportunity to resubmit their corrected weekly quiz with an explanation of their error(s) for one additional mark. We refer to this process as ‘remediation’. Of the students who had the opportunity to remediate, ～70% did. Through examining learning management system data, we show that the remediation process encouraged students to access module resources. Furthermore, by using a Bayesian hierarchical model to account for students’ level of participation, achievement and prior knowledge, we show that participation in the remediation process positively impacted the final examination marks of moderate to high-achieving students (based on initial continuous assessment marks). However, participation in the remediation process provided limited benefit to low-achieving students. We conjecture this is because these students had not achieved a level of understanding whereby participation in the remediation process could progress their knowledge. 相似文献
10.
提高大学生的学习策略水平,使他们用良好的学习策略来控制自己的学习过程,成为一个能够真正独立学习,进行终身教育的人,是教学工作的一个重要任务。大学生运用学习策略是极为重要的,教师在教学过程中给予学生学习策略的训练也是十分必要的。 相似文献
11.
Mothers have an important role to play in teaching their children about sexual issues and shaping children’s sexual knowledge, attitudes and behaviours. In many cases, however, mothers themselves need help and support. This study was conducted to examine the effects of a sex education programme on the knowledge and attitudes of the mothers of pre-school children. Eighty mothers of pre-school children were randomly divided into an experimental and a control group. The experimental group received an education and training programme delivered over two 2-h sessions. The control group received no such intervention. Researcher-constructed knowledge and attitude questionnaires were completed by both groups before and one month after the intervention. Findings showed no significant differences between the two groups in terms of knowledge and attitudes before the training. After the education and training intervention, however, there was a significant increase in the mean score for both knowledge and attitudes in the experimental group compared to the control group. Study findings suggest that the sex education programme for the mothers of pre-school children can improve their knowledge and attitudes. 相似文献
12.
目的：通过实验研究证明团体辅导在改善大学生的学习投入状况方面具有重要作用。方法：采用实验组、对照组前后测设计,对实验组实施团体辅导,采用大学生学习投入量表并结合学生自评进行评估。结果：1.在学习投入各维度上,实验组和对照组前后测差异显著;2.团体成员对学习投入团体辅导活动评价积极。结论：团体辅导对大学生学习投入的干预有效。 相似文献
13.
《Africa Education Review》2013,10(2):356-375
Abstract The aim of this article is to report on a study conducted to assess the effect of an intervention programme to improve SRL and the achievement of a group of poorly performing undergraduate students at the Tshwane University of Technology. SRL was used as theoretical framework. The case study reports on 20 Engineering students who attended learning skills intervention sessions and wrote a college version of the learning and study strategies inventory (LASSI) pre-test and post-test. The intervention consisted of 12 workshop sessions presented over a period of three months. The LASSI pre-test showed that the group scored below the 50th percentile on four scales (anxiety, attitude, selecting main ideas and test-taking strategies). Observed improvements in the post-test scores of the LASSI scales for seven out of ten scales were statistically significant. The students’ academic achievements also improved. The findings are important for improving student success and throughput in South African higher education. 相似文献
14.
Franziska Perels Charlotte Dignath Bernhard Schmitz 《European Journal of Psychology of Education - EJPE》2009,24(1):17-31
After the effectiveness of self-regulation training outside school was demonstrated, a self-regulation intervention was developed to foster the learning achievement in regular math classes. Based on the theoretical framework of self-regulated learning, self-regulation training was integrated into a math class unit. The evaluation of the intervention concerning 53 sixth-grade students took place in a pretest/posttest-control-group design. One teacher taught one class (control group) merely mathematical topics and another class (experimental group) in the same subject combined with self-regulative strategies. The results revealed that it is possible to support self-regulation competencies and mathematical achievement by self-regulation interventin within regular mathematics lessons of 6th-grade students. 相似文献
15.
We developed a cognitive-emotional strategy training (CEST) intervention to teach fifth-grade students (N = 57) self-regulated learning strategies that can be used when confusion is experienced during mathematics problem solving in addition to strategies they can implement during learning to help solve them. Fifth-grade students were randomly assigned to the intervention condition or the control condition. A think-emote-aloud protocol was administered to capture self-regulatory processes and emotions as students solved a complex mathematics problem. Using an explanatory mixed methods design, results revealed that, compared to students in the control condition, students who received the intervention scored significantly higher on the mathematics problem, implemented more cognitive and metacognitive learning strategies across the four phases of self-regulated learning, expressed more positive emotions and fewer negative emotions, and were better able to regulate and resolve their confusion when it occurred. These results extend previous findings from the strategy instruction literature by incorporating consideration of the role of emotions during learning. 相似文献
16.
José L. Arco-Tirado Francisco D. Fernández-Martín Juan-Miguel Fernández-Balboa 《Higher Education》2011,62(6):773-788
The purposes of this study were, on one had, to determine the impact of a peer tutoring program on preventing academic failure
and dropouts among first-year students (N = 100), from Civil Engineering, Economics, Pharmacy, and Chemical Engineering careers; while, on the other hand, to identify
the potential benefits of such tutoring program on the cognitive and metacognitive learning strategies and social skills of
student mentors in their last year of studies or already in a postgraduate program (N = 41) at the University of Granada (Spain). After building and selecting the measurement instruments necessary to gather
demographic and academic relevant information on both samples, and assigning first-year students to either an experimental
or control group, the intervention consisted of ten 90-min tutoring sessions during the first semester lead by student tutors
who, in turn, had undergone four 3-h training sessions on tutoring contents like planning and time management, cognitive and
metacognitive learning strategies, motivational strategies and the use of materials designed ad hoc for this program. The results show differences in favour of the treatment group on grade point average, performance rate,
success rate and learning strategies and, also, statistically significant pre-post differences for the tutors on learning
strategies and social skills. 相似文献
17.
This study assessed the effectiveness of the systematic modeling teaching strategy on integrated science process skills and formal reasoning ability. Urban middle school students received a three-month process skill intervention treatment from teachers trained in either the use of systematic modeling or the learning-cycle model. A third, control group received traditional science instruction. The analysis of data revealed that (a) students receiving modeled instruction demonstrated a significant difference in their achievement of process skills when compared to either of the control groups. (b) Students taught by teachers who had received special process skill and strategy training demonstrated a significant difference in their process skill achievement when compared with the control group. (c) Students at different cognitive reasoning levels demonstrated significantly different process skill ability. 相似文献
18.
This study examined the effect of a short-term training programme οn in-service physical education teachers’ behaviour and students’ engagement in learning. Teachers (n = 32) were randomly divided into an experimental and a control group. Each teacher’s behaviour was observed in six lessons; two for each measurement (pre, post and retention) and analysed with qualitative dimensions of lesson introduction, task presentations and lesson closure. Student engagement was analysed with the time analysis form. The total and successful attempts of selected students were also recorded. The experimental group attended a two-hour lecture followed by a two-hour practicum, and showed significant improvement and learning of all the examined behaviours as well as significantly higher performance than the control group. Also, students of the experimental teacher group presented significantly greater activity time, more practice attempts and more successful ones than their peers in the control group. The results establish the effect of the training programme on teacher behaviour and student engagement in learning. 相似文献
19.
This study examined the effects of a training programme on students’ acquisition of life skills, life satisfaction, life orientation and expectations about academic achievement. Participants were allocated to either an intervention group (n?=?41) that took part in a life skills programme, or a control group (n?=?43). Participants completed the Youth Experiences Scale 2.0, the satisfaction with life scale, the life orientation test-revised and the expectations about academic achievement. Results showed that students who received the intervention reported having more developmental experiences related to life skills, greater life satisfaction and a stronger tendency to be optimistic. Expectations about academic achievement were higher for the intervention group before and after the intervention. In conclusion, there are benefits to providing life skills training to adolescents in educational contexts. 相似文献
20.
The aim of this project is to increase teacher education students' understanding of the learning process by focussing on their own learning experiences. 67 preservice teacher education students in 4 classes completed measures of academic locus of control and study processes before and after a semester course in a specially designed programme in Educational Psychology. The programme focuses on students taking greater responsibility for their own learning by exposing them to a variety of learning experiences. These experiences include negotiation of the curriculum, peer discussion and teaching, learning contracts, self, peer and collaborative assessment and critical reflection on these and other learning experiences by means of an ongoing learning log.Results indicate an increase in academic locus of control for one class, and an increase in deep motive, achieving strategy, deep approach and deep achieving approach to learning for the whole group. These outcomes are discussed in terms of the congruence between these changes and the particular learning experiences to which the students were exposed. 相似文献